COMPARATIVE STUDY OF PRINCIPALS’ MANAGERIAL EFFECTIVENESS IN PUBLIC AND PRIVATE SECONDARY SCHOOLS
CHAPTER FIVE: SUMMARY
RECOMMENDATION AND CONCLUSION
5.1. Findings Summary
The purpose of the study, as stated in chapter one, was to assess and compare the existing managerial effectiveness of principals, the performance gaps observed in schools, the factors influencing student performance in government and private secondary schools in Awka South Local Government Area, and to eventually forward some possible solutions.
The following fundamental questions had to be addressed.
Is there a major gap in academic performance between pupils in private and public schools?
What are the performance differences between public and private secondary schools?
What variables influence the managerial differences between private and public schools?
The primary findings of the study were summarized based on the analysis as follows:
According to the study’s findings, female teachers made up 39 (54.9 percent) of the workforce in government schools and 2 (4.8 percent) in private schools. Female involvement in private schools is lower. In terms of teacher qualifications, 52 (73.2 percent) of teachers from government secondary schools had a B.A/Bisk degree, whereas 29 (69 percent) of instructors from private secondary schools had a B.A/B.Sc. They complete the criteria.
In terms of age distribution, 42 (59.2 percent) of instructors from public schools and 22 (52.4 percent) of teachers from private schools were between the ages of 25 and 31.
This means that both schools have younger employees; it allows schools to make better use of them.
Teachers’ service years at the current school were longer in private schools than in public schools. The private schools benefit from their experiences.
Concerning the prominent features of the schools, the government secondary schools are slightly better than the private ones in only one of the four items of the table that deals with the dominant qualities of the schools (the organization is a very controlled and structured place).
However, when it comes to the other three criteria, private schools far outperform public schools. Concerning the school leadership, both parties remained indifferent on whether it is a result-oriented orientation. However, in the other three sections, private school leadership outperforms government counterparts.
According to the findings, private secondary school instructors are more innovative than government secondary school teachers. This allows them to hone their professional skills and contribute to the organization’s growth.
In terms of implementing teamwork, both private and public secondary schools exhibit some similarities.
In terms of the glue or bonding qualities that hold the school community together, government schools rank worse than their private counterparts in all four categories.
Both types of schools seek the clan culture, which means great trust among employees and between employees and school management.
5.2. Final Thoughts
The research goal is to evaluate students’ academic performance, gaps found, and the factors influencing management differences between private and government-selected schools. Based on quantitative and qualitative data analysis, it is possible to establish that there are disparities between private and public schools. In addition, there are other elements that influence school achievement.
According to the data, the bulk of students who did not pass were from government secondary schools. From 2008 to 2011, the range is 45.3 percent, 47.6 percent, and 41 percent, respectively. The results show that there are huge moderate gaps between private and public schools.
In comparison to private schools, the majority of government schools have a limitation in applying their effort toward their work. Private schools outperform public schools in terms of reputation, parent satisfaction, and competition.
Government schools are more affected than private schools by media exposure and peer pressure. Satisfaction with student results, provision of learning facilities, a large proportion of students with unfavorable feelings about the subject they are learning, and instructor motivation are examples of both types of school constraints.
Private schools face challenges in providing adequate instruction while also protecting the environment. Government schools face challenges in the areas of follow-up, correcting student absenteeism, and teacher quality.
Private schools are better at delivering ongoing tutorials, using an active learning method, examining students’ work regularly, using continuous assessment, and properly respecting teachers.
A disadvantage of private schools is that they do not have control over factors such as classroom climate and class size.
Furthermore, although having comparable or frequently superior resources such as finance, labor force, and logistics, they are not as efficient in utilizing their existing resources as their private equivalent.
Concerning the prominent features of the schools, the government secondary schools are slightly better than the private ones in only one of the four items of the table that deals with the dominant qualities of the schools (the organization is a very controlled and structured place). However, when it comes to the other three criteria, private schools far outperform public schools.
Concerning the school leadership, both parties remained indifferent on whether it is a result-oriented orientation. However, in the other three sections, private school leadership outperforms government counterparts.
5.3. Suggestions
After examining the existing managerial effectiveness of principals in Awka South Local Government Area’s private and government secondary schools, the research identified gaps and defined solutions that could bridge the identified gap and pave the way towards building managerial effectiveness of principals that make the respective schools, particularly government schools, effective.
It is important to note here that, because the private secondary schools in the sub-city are superior to their government counterparts, much of the proposal is directed toward them.
Student performance should increase if school administration develops a strategy for dealing with the problem, taking remedial measures to adapt to change, and providing learning facilities.
The student should do well if they are adequately guided by both their parents and their teacher.
Schools should focus on developing a competitive culture in order to deal with the issues that influence student achievement.
Students require in-depth and broad ethical advise from psychologists or guidance counselors in order to enjoy their subject and avoid peer pressure.
Schools should make the most use of their resources, notably their human resources.
Government agencies associated with the education sector should also take the required steps to close the gap between the two types of schools.
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COMPARATIVE STUDY OF PRINCIPALS’ MANAGERIAL EFFECTIVENESS IN PUBLIC AND PRIVATE SECONDARY SCHOOLS